Research

Learn about the wide range of research topics, areas and themes in SIAT as well as the cultural and disciplinary diversity of our researchers.

SIAT research

http://summit.sfu.ca/collection_feed/10 en How Automatic Speed Control Based on Distance Affects User Behaviours in Telepresence Robot Navigation Within Dense Conference-like Environments http://summit.sfu.ca/item/20904 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Batmaz, Anil Ufuk </div> <div class="field-item even"> Maiero, Jens </div> <div class="field-item odd"> Kruijff, Ernst </div> <div class="field-item even"> Riecke, Bernhard E. </div> <div class="field-item odd"> Neustaedter, Carman </div> <div class="field-item even"> Stuerzlinger, Wolfgang </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Faculty/Staff </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Batmaz, A. U., Maiero, J., Kruijff, E., Riecke, B. E., Neustaedter, C., &amp; Stuerzlinger, W. (2020). How automatic speed control based on distance affects user behaviours in telepresence robot navigation within dense conference-like environments. <em>PLOS ONE</em>, <em>15</em>(11), e0242078. <a href="https://doi.org/10.1371/journal.pone.0242078">https://doi.org/10.1371/journal.pone.0242078</a>.</p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2020-11-19 </div> </div> </div> <div class="field field-type-text field-field-identifier"> <div class="field-label">Identifier:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> DOI: 10.1371/journal.pone.0242078 </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Telepresence robots allow users to be spatially and socially present in remote environments. Yet, it can be challenging to remotely operate telepresence robots, especially in dense environments such as academic conferences or workplaces. In this paper, we primarily focus on the effect that a speed control method, which automatically slows the telepresence robot down when getting closer to obstacles, has on user behaviors. In our first user study, participants drove the robot through a static obstacle course with narrow sections. Results indicate that the automatic speed control method significantly decreases the number of collisions. For the second study we designed a more naturalistic, conference-like experimental environment with tasks that require social interaction, and collected subjective responses from the participants when they were asked to navigate through the environment. While about half of the participants preferred automatic speed control because it allowed for smoother and safer navigation, others did not want to be influenced by an automatic mechanism. Overall, the results suggest that automatic speed control simplifies the user interface for telepresence robots in static dense environments, but should be considered as optionally available, especially in situations involving social interactions.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/20904/pone.0242078.pdf" type="application/pdf; length=4994090" title="pone.0242078.pdf">Full text</a></div> </div> </div> </div> http://summit.sfu.ca/item/20904#comments Interactive Arts and Technology, School of (SIAT) Wed, 20 Jan 2021 08:52:31 +0000 lkwan 20904 at http://summit.sfu.ca Audio-based Musical Artificial Intelligence and Audio-Reactive Visual Agents in Revive http://summit.sfu.ca/item/20439 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Tatar, Kıvanc </div> <div class="field-item even"> Pasquier, Philippe </div> <div class="field-item odd"> Siu, Remy </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Faculty/Staff </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Tatar K., Pasquier P., Siu R. (2019). Audio-based Musical Artificial Intelligence and Audio-Reactive Visual Agents in Revive. In Proceedings of the International Computer Music Conference and New York City Electroacoustic Music Festival 2019 (ICMC-NYCEMF 2019).</p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2019-06-16 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> New media </div> <div class="field-item even"> Artificial intelligence </div> <div class="field-item odd"> Performance arts </div> <div class="field-item even"> Musical agents </div> <div class="field-item odd"> Intelligent systems </div> <div class="field-item even"> Computer-assisted creativity </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Revive is an live audio-visual performance project that brings together a musical artificial intelligence architecture, human electronic musicians, and audio-reactive visual agents in a complex multimedia environment of a dome view with multichannel 3D audio. The context of the project is live audio-visual performance of experimental electronic music through structured improvisation. Revive applies structured improvisation using cues and automatized parameter changes within these cues. Performers have different roles within the musical structures initiated by the cues. These roles change as the performance temporally evolves. Sonic actions of performers are further emphasized by audio-reactive visual agents. The behaviours and 1contents of sonic and visual agents change as the performance unfolds.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> <div class="field field-type-text field-field-rights"> <div class="field-label">Rights:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Rights remain with the authors. </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/20439/tatar_et_al._-_audio-based_musical_artificial._optimized.pdf" type="application/pdf; length=528993" title="tatar_et_al._-_audio-based_musical_artificial._optimized.pdf">Full text</a></div> </div> </div> </div> http://summit.sfu.ca/item/20439#comments Interactive Arts and Technology, School of (SIAT) Thu, 02 Jul 2020 05:59:45 +0000 lkwan 20439 at http://summit.sfu.ca Neuroimaging and Analytical Methods for Studying the Pathways from Mild Cognitive Impairment to Alzheimer’s Disease: Protocol for a Rapid Systematic Review http://summit.sfu.ca/item/20349 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Ahmadzadeh, Maryam </div> <div class="field-item even"> Christie, Gregory J. </div> <div class="field-item odd"> Cosco, Theodore D. </div> <div class="field-item even"> Moreno, Sylvain </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Faculty/Staff </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Ahmadzadeh, M., Christie, G.J., Cosco, T.D.&nbsp;<em>et al.</em>&nbsp;Neuroimaging and analytical methods for studying the pathways from mild cognitive impairment to Alzheimer’s disease: protocol for a rapid systematic review.&nbsp;<em>Syst Rev</em>&nbsp;9,&nbsp;71 (2020).&nbsp;<a href="https://doi.org/10.1186/s13643-020-01332-7" data-track="click" data-track-action="view doi" data-track-category="article body" data-track-label="link">https://doi.org/10.1186/s13643-020-01332-7</a></p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2020-04-02 </div> </div> </div> <div class="field field-type-text field-field-identifier"> <div class="field-label">Identifier:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> DOI: 10.1186/s13643-020-01332-7 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Systematic review </div> <div class="field-item even"> Alzheimer </div> <div class="field-item odd"> Mild cognitive impairment </div> <div class="field-item even"> Prediction </div> <div class="field-item odd"> Conversion </div> <div class="field-item even"> Modality </div> <div class="field-item odd"> Neuroimaging </div> <div class="field-item even"> Machine learning </div> <div class="field-item odd"> Data analysis </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Background</p> <p>Alzheimer’s disease (AD) is a neurodegenerative disorder commonly associated with deficits of cognition and changes in behavior. Mild cognitive impairment (MCI) is the prodromal stage of AD that is defined by slight cognitive decline. Not all with MCI progress to AD dementia. Thus, the accurate prediction of progression to Alzheimer’s, particularly in the stage of MCI could potentially offer developing treatments to delay or prevent the transition process. The objective of the present study is to investigate the most recent neuroimaging procedures in the domain of prediction of transition from MCI to AD dementia for clinical applications and to systematically discuss the machine learning techniques used for the prediction of MCI conversion.</p> <p>Methods</p> <p>Electronic databases including PubMed, SCOPUS, and Web of Science will be searched from January 1, 2017, to the date of search commencement to provide a rapid review of the most recent studies that have investigated the prediction of conversion from MCI to Alzheimer’s using neuroimaging modalities in randomized trial or observational studies. Two reviewers will screen full texts of included papers using predefined eligibility criteria. Studies will be included if addressed research on AD dementia and MCI, explained the results in a way that would be able to report the performance measures such as the accuracy, sensitivity, and specificity. Only studies addressed Alzheimer’s type of dementia and its early-stage MCI using neuroimaging modalities will be included. We will exclude other forms of dementia such as vascular dementia, frontotemporal dementia, and Parkinson’s disease. The risk of bias in individual studies will be appraised using an appropriate tool. If feasible, we will conduct a random effects meta-analysis. Sensitivity analyses will be conducted to explore the potential sources of heterogeneity.</p> <p>Discussion</p> <p>The information gathered in our study will establish the extent of the evidence underlying the prediction of conversion to AD dementia from its early stage and will provide a rigorous and updated synthesis of neuroimaging modalities allied with the data analysis techniques used to measure the brain changes during the conversion process.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/20349/s13643-020-01332-7.pdf" type="application/pdf; length=503838" title="s13643-020-01332-7.pdf">Full text</a></div> </div> </div> </div> http://summit.sfu.ca/item/20349#comments Interactive Arts and Technology, School of (SIAT) Wed, 03 Jun 2020 17:41:33 +0000 lkwan 20349 at http://summit.sfu.ca Understanding AWE: Can a Virtual Journey, Inspired by the Overview Effect, Lead to an Increased Sense of Interconnectedness? http://summit.sfu.ca/item/18807 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Stepanova, Ekaterina R. </div> <div class="field-item even"> Quesnel, Denise </div> <div class="field-item odd"> Riecke, Bernhard E. </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Graduate student (PhD) </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Stepanova ER, Quesnel D and Riecke BE (2019) Understanding AWE: Can a Virtual Journey, Inspired by the Overview Effect, Lead to an Increased Sense of Interconnectedness?&nbsp;<em>Front. Digit. Humanit.</em>&nbsp;6:9. DOI:&nbsp;<a href="https://www.frontiersin.org/articles/10.3389/fdigh.2019.00009/full">10.3389/fdigh.2019.00009</a></p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2019-05-22 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Virtual reality </div> <div class="field-item even"> Overview effect </div> <div class="field-item odd"> Awe </div> <div class="field-item even"> Transformative experiences </div> <div class="field-item odd"> Interconnectedness </div> <div class="field-item even"> Cognitive shift </div> <div class="field-item odd"> Positive technology </div> <div class="field-item even"> Experience design </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Immersive technology, such as virtual reality, provides us with novel opportunities to create and explore affective experiences with a transformative potential mediated through awe. The profound emotion of awe, that is experienced in response to witnessing vastness and creates the need for accommodation that can lead to restructuring of one's worldview and an increased feeling of connectedness. An iconic example of the powers of awe is observed in astronauts who develop instant social consciousness and strong pro-environmental values in response to the overwhelming beauty of Earth observed from space. Here on Earth, awe can also be experienced in response to observing vast natural phenomenon or even sometimes in response to some forms of art, presenting vast beauty to its audience. Can virtual reality provide a new powerful tool for reliably inducing such experiences? What are some unique potentials of this emerging medium? This paper describes the evaluation of an immersive installation “AWE”—Awe-inspiring Wellness Environment. The results indicate that the experience of being in “AWE” can elicit some components of awe emotion and induce minor cognitive shifts in participant's worldview similar to the Overview Effect, while this experience also has its own attributes that might be unique to this specific medium. Comparing the results of this exploratory study to other virtual environments designed to elicit Overview Effect provides insights on the relationship between design features and participant's experience. The qualitative results highlight the importance of perceived safety, personal background and familiarity with the environment, and the induction of a small visceral fear reaction as a part of the emotional arc of the virtual journey—as some of the key contributers to the affective experience of the immersive installation. Even though the observed components of awe and a few indications of cognitive shift support the potential of Virtual Reality as a transformative medium, many more iterations of the design and research tools are required before we can achieve and fully explore a profound awe-inspiring transformative experience mediated through immersive technologies.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/18807/fdigh-06-00009.pdf" type="application/pdf; length=2662840" title="fdigh-06-00009.pdf">Full text </a></div> </div> </div> </div> <fieldset class="fieldgroup group-extra-fields"><div class="field field-type-text field-field-sponsor"> <div class="field-label">Sponsor(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Natural Sciences and Engineering Research Council of Canada (NSERC) </div> <div class="field-item even"> Social Sciences and Humanities Research Council of Canada (SSHRC) </div> <div class="field-item odd"> Centre for Digital Media (CDM) </div> </div> </div> </fieldset> http://summit.sfu.ca/item/18807#comments Interactive Arts and Technology, School of (SIAT) Thu, 30 May 2019 22:47:51 +0000 lkwan 18807 at http://summit.sfu.ca Space—A Virtual Frontier: How to Design and Evaluate a Virtual Reality Experience of the Overview Effect http://summit.sfu.ca/item/18806 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Stepanova, Ekaterina R. </div> <div class="field-item even"> Quesnel, Denise </div> <div class="field-item odd"> Riecke, Bernhard E. </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Graduate student (PhD) </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Stepanova ER, Quesnel D and Riecke BE (2019) Space—A Virtual Frontier: How to Design and Evaluate a Virtual Reality Experience of the Overview Effect.&nbsp;<em>Front. Digit. Humanit.</em>&nbsp;6:7. DOI: <a href="https://www.frontiersin.org/articles/10.3389/fdigh.2019.00007/full">10.3389/fdigh.2019.00007</a></p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2019-04-25 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Virtual reality </div> <div class="field-item even"> Overview effect </div> <div class="field-item odd"> Transformative experience </div> <div class="field-item even"> Design guidelines </div> <div class="field-item odd"> Cognitive shift </div> <div class="field-item even"> Interconnectedness </div> <div class="field-item odd"> Awe </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>A select small group of people have an amazing opportunity to see the Earth from a unique perspective—from space. The effect this experience has on an individual has been described as extraordinary and profound, consisting of a cognitive shift in worldview that leads to a deeper understanding of the fragility and vulnerability of our planet, and an increased feeling of connectedness. This experience, termed the “Overview Effect,” has been reported by many space-travelers. Its key outcome—an enhanced feeling of interconnectedness—contributes to both one’s well-being and the sense of responsibility for the Earth. If this profoundly positive experience could be made accessible to more people than just space-travelers, this might ultimately contribute to a healthier and more caring society, where more individuals deeply feel the interconnection of all living beings and responsibility for our collective future. Given virtual reality (VR) technology’s potential to induce experiences affecting an immersant in a similar way as a real experience, we see an opportunity to leverage this technology to attempt to elicit the Overview Effect as a virtual experience. Through a virtual installation, the experience could be made accessible to people around the world, and for researchers to study this otherwise rare phenomenon. This article builds the case for VR as a tool for inducing and studying the Overview Effect. It reviews the psychological research on the Overview Effect and awe, and proposes guidelines for: (1) the design of VR experiences to elicit an Overview Effect and (2) evaluation methods for assessing if, or to what degree, the experience was achieved. Finally, we discuss existing implementations of the Overview Effect in VR. Thus, we are making an applied contribution in the form of design guidelines, and contributions to knowledge in the form of a review of research related to the Overview Effect. We invite researchers and VR creators to utilize and expand on the guidelines proposed in this paper to design transformative VR experiences that induce positive change, and promote a feeling of connectedness and care for each other, and our Spaceship Earth.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/18266/fdigh-06-00007.pdf" type="application/pdf; length=2956269" title="fdigh-06-00007.pdf">Full text </a></div> </div> </div> </div> <fieldset class="fieldgroup group-extra-fields"><div class="field field-type-text field-field-sponsor"> <div class="field-label">Sponsor(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Natural Sciences and Engineering Research Council of Canada (NSERC) </div> <div class="field-item even"> Social Sciences and Humanities Research Council of Canada (SSHRC) </div> </div> </div> </fieldset> http://summit.sfu.ca/item/18806#comments Interactive Arts and Technology, School of (SIAT) Thu, 30 May 2019 22:01:58 +0000 lkwan 18806 at http://summit.sfu.ca On Multi-Device Use: Using Technological Modality Profiles to Explain Differences in Students’ Learning http://summit.sfu.ca/item/18364 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Sher, Varshita </div> <div class="field-item even"> Hatala, Marek </div> <div class="field-item odd"> Gašević, Dragan </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Faculty/Staff </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Varshita Sher, Marek Hatala, and Dragan Gašević. 2019. On multi-device use: Using technological modality profiles to explain differences in students’ learning. In Proceedings of the Ninth International Conference on Learning Analytics &amp; Knowledge. ACM.</p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2019-03-08 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Mobile learning </div> <div class="field-item even"> Trace analysis </div> <div class="field-item odd"> Multi-device use </div> <div class="field-item even"> Blended learning </div> <div class="field-item odd"> Online discussions </div> <div class="field-item even"> Learning analytics </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>With increasing abundance and ubiquity of mobile phones, desktop PCs, and tablets in the last decade, we are seeing students intermixing these modalities to learn and regulate their learning. However, the role of these modalities in educational settings is still largely under-researched. Similarly, little attention has been paid to the research on the extension of learning analytics to analyze the learning processes of students adopting various modalities during a learning activity. Traditionally, research on how modalities affect the way in which activities are completed has mainly relied upon self-reported data or mere counts of access from each modality. We explore the use of technological modalities in regulating learning via learning management systems (LMS) in the context of blended courses. We used data mining techniques to analyze patterns in sequences of actions performed by learners (n = 120) across different modalities in order to identify technological modality profiles of sequences. These profiles were used to detect the technological modality strategies adopted by students. We found a moderate effect size (ϵ2 = 0.12) of students’ adopted strategies on the final course grade. Furthermore, when looking specifically at online discussion engagement and performance, students’ adopted technological modality strategies explained a large amount of variance (η2 = 0.68) in their engagement and quality of contributions. The result implications and further research are discussed.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> <div class="field field-type-text field-field-rights"> <div class="field-label">Rights:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Rights remain with the authors. </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/18364/lak_2019_author_copy.pdf" type="application/pdf; length=1297707" title="lak_2019_author_copy.pdf">Full text</a></div> </div> </div> </div> http://summit.sfu.ca/item/18364#comments Interactive Arts and Technology, School of (SIAT) Mon, 11 Feb 2019 17:05:26 +0000 lkwan 18364 at http://summit.sfu.ca Model-Free Fault Detection and Isolation of a Benchmark Process Control System Based on Multiple Classifiers Techniques—A Comparative Study http://summit.sfu.ca/item/18274 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Nozari, Hasan Abbasi </div> <div class="field-item even"> Nazeri, Sina </div> <div class="field-item odd"> Dehghan Banadaki, Hamed </div> <div class="field-item even"> Castaldi, Paolo </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Graduate student (PhD) </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Hasan Abbasi Nozari, Sina Nazeri, Hamed Dehghan Banadaki, Paolo Castaldi, MODEL-FREE FAULT DETECTION AND ISOLATION OF A BENCHMARK PROCESS CONTROL SYSTEM BASED ON MULTIPLE CLASSIFIERS TECHNIQUES-A COMPARATIVE STUDY. Elsevier Editorial System(tm) for Control Engineering Practice, Volume 73, April 2018, Pages 134–148. doi:&nbsp;<a class="doi" title="Persistent link using digital object identifier" href="https://doi.org/10.1016/j.conengprac.2018.01.007" target="_blank">10.1016/j.conengprac.2018.01.007</a></p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2018-02-02 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Fault detection and isolation </div> <div class="field-item even"> DAMADICS Benchmark </div> <div class="field-item odd"> Blended learning </div> <div class="field-item even"> Ensemble classification scheme </div> <div class="field-item odd"> Process actuator systems </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>This paper presents a combined data-driven framework for fault detection and isolation (FDI) based on the ensemble of diverse classification schemes. The proposed FDI scheme is configured in series and parallel forms in the sense that in series form the decision on the occurrence of fault is made in FD module, and subsequently, the FI module coupled to the FD module will be activated for fault indication purposes. On the other hand, in parallel form a single module is employed for FDI purposes, simultaneously. In other words, two separate multiple-classifiers schemes are presented by using fourteen various statistical and non-statistical classification schemes. Furthermore, in this study, a novel ensemble classification scheme namely blended learning (BL) is proposed for the first time where single and boosted classifiers are blended as the local classifiers in order to enrich the classification performance. Single-classifier schemes are also exploited in FDI modules along with the ensemble-classifier methods for comparison purposes. In order to show the performance of proposed FDI method, it was also tested and validated on DAMADICS actuator system benchmark. Besides, comparative study with the related works done on this benchmark is provided to show the pros and cons of the proposed FDI method.</p> </div> </div> </div> <div class="field field-type-text field-field-description"> <div class="field-label">Description:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The full text of this paper will be available in [Feb 2020] due to the embargo policies of Control Engineering Practice. Contact <a href="mailto:summit@sfu.ca">summit@sfu.ca</a> to enquire if the full text of the accepted manuscript can be made available to you.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> <div class="field field-type-text field-field-rights"> <div class="field-label">Rights:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Rights remain with the authors. </div> </div> </div> </fieldset> http://summit.sfu.ca/item/18274#comments Interactive Arts and Technology, School of (SIAT) Mon, 19 Nov 2018 18:36:22 +0000 lkwan 18274 at http://summit.sfu.ca Immersive Interactive Technologies for Positive Change: A Scoping Review and Design Considerations http://summit.sfu.ca/item/18267 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Kitson, Alexandra </div> <div class="field-item even"> Prpa, Mirjana </div> <div class="field-item odd"> Riecke, Bernhard E. </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Graduate student (PhD) </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Kitson A, Prpa M and Riecke BE (2018) Immersive Interactive Technologies for Positive Change: A Scoping Review and Design Considerations. Front. Psychol. 9:1354. doi:&nbsp;<a href="https://doi.org/10.3389/fpsyg.2018.01354">10.3389/fpsyg.2018.01354</a></p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2018-08-03 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Scoping review </div> <div class="field-item even"> Immersive technology </div> <div class="field-item odd"> Positive technology </div> <div class="field-item even"> Transformative technology </div> <div class="field-item odd"> Design </div> <div class="field-item even"> Virtual reality </div> <div class="field-item odd"> Augmented reality </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Practices such as mindfulness, introspection, and self-reflection are known to have positive short and long-term effects on health and well-being. However, in today's modern, fast-paced, technological world tempted by distractions these practices are often hard to access and relate to a broader audience. Consequently, technologies have emerged that mediate personal experiences, which is reflected in the high number of available applications designed to elicit positive changes. These technologies elicit positive changes by bringing users' attention to the self—from technologies that show representation of quantified personal data, to technologies that provide experiences that guide the user closer in understanding the self. However, while many designs available today are either built to support or are informed by these aforementioned practices, the question remains: how can we most effectively employ different design elements and interaction strategies to support positive change? Moreover, what types of input and output modalities contribute to eliciting positive states? To address these questions, we present here a state of the art scoping review of immersive interactive technologies that serve in a role of a mediator for positive change in users. We performed a literature search using ACM Digital Library, Web of Science, IEEE Xplore, and Design and Applied Arts Index (beginning of literature—January 1, 2018). We retrieved English-language articles for review, and we searched for published and unpublished studies. Risk of bias was assessed with Downs and Black 26-item QAT scale. We included 34 articles as relevant to the literature, and the analysis of the articles resulted in 38 instances of 33 immersive, interactive experiences relating to positive human functioning. Our contribution is three-fold: First we provide a scoping review of immersive interactive technologies for positive change; Second, we propose both a framework for future designs of positive interactive technologies and design consideration informed by the comparative analysis of the designs; Third, we provide design considerations for immersive, interactive technologies to elicit positive states and support positive change.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/18267/fpsyg-09-01354_1.pdf" type="application/pdf; length=2712364" title="fpsyg-09-01354_1.pdf">Full text </a></div> </div> </div> </div> <fieldset class="fieldgroup group-extra-fields"><div class="field field-type-text field-field-sponsor"> <div class="field-label">Sponsor(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Natural Sciences and Engineering Research Council of Canada (NSERC) </div> </div> </div> </fieldset> http://summit.sfu.ca/item/18267#comments Interactive Arts and Technology, School of (SIAT) Thu, 15 Nov 2018 16:36:44 +0000 lkwan 18267 at http://summit.sfu.ca Are You Awed Yet? How Virtual Reality Gives Us Awe and Goose Bumps http://summit.sfu.ca/item/18266 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Quesnel, Denise </div> <div class="field-item even"> Riecke, Bernhard E. </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Graduate student (PhD) </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Quesnel, D., and Riecke, B.E. (2018) Are You Awed Yet? How Virtual Reality Gives Us Awe and Goose Bumps. Frontiers in Psychology, 9:2158. doi:&nbsp;<a href="https://doi.org/10.3389/fpsyg.2018.02158">10.3389/fpsyg.2018.02158</a></p> </div> </div> </div> <div class="field field-type-text field-field-date-created"> <div class="field-label">Date created:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2018-11-09 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Positive technology </div> <div class="field-item even"> Virtual reality </div> <div class="field-item odd"> Immersive technologies </div> <div class="field-item even"> Emotions </div> <div class="field-item odd"> Emotion induction </div> <div class="field-item even"> Awe </div> <div class="field-item odd"> Experience design </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>“Awe” is a category of emotion within the spectrum of self-transcendent experiences. Awe has wellness benefits, with feelings of social interconnectivity and increased life satisfaction. However, awe experiences remain rare in our everyday lives, and rarer in lab environments. We posit that Virtual Reality (VR) may help to make self-transcendent and potentially transformative experiences of awe more accessible to individuals. Here, we investigated how interactive VR as a positive technology may elicit awe, and how features of aesthetic beauty/scale, familiarity, and personalization (self-selection of travel destinations) may induce awe. In this mixed-methods study, participants used an interactive VR system to explore Earth from ground and orbit. We collected: introspective interviews and self-report questionnaires with participants’ experience of awe; information on personality traits and gender; and we recorded physiological goose bumps on the skin (using an arm-mounted goose bump camera instrument), which is a documented marker of an awe experience. Results showed that on a scale of 0–100 for self-reported awe, four different interactive VR environments yielded an average awe rating of 79.7, indicating that interactive VR can indeed induce awe. 43.8% of participants experienced goose bumps: awe ratings positively correlated with the occurrence of goose bumps with those who experienced goose bumps having showed significantly higher ratings of awe than those who did not. Most (64%) of the goose bumps occurred when participants self-selected their VR environment. Participant statements from the interviews were characteristic of an awe-inspiring experience, revealed themes of social connection, and usability problems with the VR interface. Personality traits yielded no clear correlation to awe ratings, and females appear to experience more goose bumps than males. In summary: (1) Interactive VR can elicit awe, especially within familiar, self-selected environments; (2) Physiological goose bumps can be recorded to provide reliable, non-intrusive indications of awe; (3) Care must be taken to design interaction interfaces that do not impede awe; and (4) While personality traits are not correlated to awe ratings, goose bumps were experienced more frequently among females. We aim to conduct future studies using custom VR environments, interfaces, and additional physiological measures to provide further insight into awe.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/18266/fpsyg-09-02158.pdf" type="application/pdf; length=4884316" title="fpsyg-09-02158.pdf">Full text </a></div> </div> </div> </div> <fieldset class="fieldgroup group-extra-fields"><div class="field field-type-text field-field-sponsor"> <div class="field-label">Sponsor(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Natural Sciences and Engineering Research Council of Canada (NSERC) </div> <div class="field-item even"> Social Sciences and Humanities Research Council of Canada (SSHRC) </div> </div> </div> </fieldset> http://summit.sfu.ca/item/18266#comments Interactive Arts and Technology, School of (SIAT) Wed, 14 Nov 2018 17:14:43 +0000 lkwan 18266 at http://summit.sfu.ca Directly Interactive Design Gallery Systems: Interaction Terms and Concepts http://summit.sfu.ca/item/17607 <fieldset class="fieldgroup group-basic-fields"><div class="field field-type-text field-field-creator"> <div class="field-label">Author:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Mohiuddin, Arefin </div> <div class="field-item even"> Ashtari, Narges </div> <div class="field-item odd"> Woodbury, Robert </div> </div> </div> <div class="field field-type-text field-field-peer-reviewed"> <div class="field-label">Peer reviewed:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Yes, item is peer reviewed. </div> </div> </div> <div class="field field-type-text field-field-scholarly-level"> <div class="field-label">Scholarly level:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Faculty/Staff </div> </div> </div> <div class="field field-type-text field-field-previously-published-as"> <div class="field-label">Final version published as:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Mohiuddin, Arefin; Ashtari, Narges; Woodbury, Robert. Directly Interactive Design Gallery Systems: Interaction Terms and Concepts. In Ji-Huyn Lee (ed) <em>Computational Studies on Cultural Variation and Heredity</em>. Singapore: Springer, 2017 (in press).</p> </div> </div> </div> <div class="field field-type-text field-field-identifier"> <div class="field-label">Identifier:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> 2017-12-05 </div> </div> </div> <div class="field field-type-text field-field-keywords"> <div class="field-label">Keywords:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Design exploration </div> <div class="field-item even"> Computational models </div> <div class="field-item odd"> Computer aided design </div> <div class="field-item even"> Design tools </div> </div> </div> <div class="field field-type-text field-field-abstract"> <div class="field-label">Abstract:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>A human-computer interface interposes objects between a person and the underlying representation with which the person interacts. Previously, we introduced two interaction objects, alternatives and their collections in an interactive design gallery. We revisit the terms, refining their definitions, and introduce the explicit notion of a “view” to accommodate multiple references to the same alternative or collection in an interface. We outline fundamental interactions over alternative and collection views. Finally, we outline a special type of collection called the Parallel Coordinate View.</p> </div> </div> </div> <div class="field field-type-text field-field-language"> <div class="field-label">Language:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> English </div> </div> </div> <div class="field field-type-text field-field-document-type"> <div class="field-label">Document type:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Article </div> </div> </div> <div class="field field-type-text field-field-rights"> <div class="field-label">Rights:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> Rights remain with the authors. </div> </div> </div> </fieldset> <div class="field field-type-filefield field-field-file"> <div class="field-label">File(s):&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <div class="filefield-file"><img class="filefield-icon field-icon-application-pdf" alt="application/pdf icon" src="http://summit.sfu.ca/sites/default/modules/filefield/icons/application-pdf.png" /><a href="http://summit.sfu.ca/system/files/iritems1/17607/directlyinteractivedesigngallerysystems.pdf" type="application/pdf; length=3924129" title="directlyinteractivedesigngallerysystems.pdf">Full text</a></div> </div> </div> </div> http://summit.sfu.ca/item/17607#comments SIAT Faculty Publications Interactive Arts and Technology, School of (SIAT) Fri, 15 Dec 2017 23:53:36 +0000 admin 17607 at http://summit.sfu.ca